Research about the science of reading has been ongoing for over 50 years. There is evidence that the human brain is not neurologically wired to learn to read. Replicated validated research since the 1990s indicates that to become a proficient reader, two components must be in place. Individuals must decode words, accurately and fluently, and individuals must understand the meaning of the words they read. These two skills are non-negotiable. They help to ensure reading comprehension, which is the ultimate goal of reading. This understanding is known as a simple view of reading.
Libraries, homes, and classrooms across America are filled with beginner books the children can’t read. This is because these books are filled with letter to sound patterns that children have not been taught to read at these early stages of reading. In fact, children are taught to guess at unknown words; this impacts their ability to comprehend what they read, often making their efforts useless.
Our books take the guessing out of reading. In fact, when students have been taught the symbol to sound relationships and the sight words outlined in our books, beginning readers can read 100% of the words included in our books. Each of our books includes a list of needed symbol to sound patterns and sight words to read each book accurately. Students should not be given the book before they can accurately read the sight words and give the sounds to the symbol patterns included. Vocabulary words are, to be introduced and discussed prior to reading each story. Remember a reader must have good knowledge of the print they’re about to decode.
Fluency practice. Students are asked to read each story twice, once to themselves and once aloud to a listener. Comprehension questions. The goal of reading is comprehension. Questions are included to provide a check to determine if the reader understood what was read, and fun activities follow up the reading of each book. Reading should be fun.
In addition, our books are also excellent for readers with dyslexia. Most Orton-Gillingham based instructional programs follow an explicit systematic phonics based approach to instruction that is multisensory in nature. Following this instruction and practice with the student’s teacher, additional reading practice with a specific letter to sound patterns, regardless of the age of the student, is needed. Once the student is provided with the simple sound patterns they have had explicit practice with in book form, they soon learn that they no longer have to guess to read the words on the page. They can read words, sentences, and stories with success. They might even comment, “Reading is fun.” Try our books today.